Lesson Title: Chromosomes and all their wonder: MEIOSIS (part 2)
State Standards: GLEs/GSEs
LS1 (9-11) INQ+SAE+FAF -1, Use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a unicellular or multicellualar organism needs for survival (e.g. protein synthesis, DNA replication, nerve cells) 1a)Students demonstrate understanding of structure and function- survival requirements by explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g., transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement!)
LS1 (9-11) FAF + POC-2: Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations).2. a) Students demonstrate an understanding of the molecular basis for heredity by describing the DNA structure and relating the DNA sequence to the genetic code. c.) describing how DNA contains the code for the production of specific proteins.
National Standards:
Context of Lesson:
At this point, students will be working on learning about meiosis, having also learned about mitosis, DNA structure, and chromosome structure. Students are ready to move on into the realm of meiosis.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
(Key to Lesson Plan's Shorthand) TA: Teacher action TV: Teacher words SV: Student voice (anticipated responses) SA: Student action (anticipated action or movement) E: event/ wait time/ travel time, it should be emphasized. Italics!: These emphasize specific "reasons" for the action, if they're not otherwise apparent. Also known as "stealth objectives", a deeper reason for saying or acting as you do.
Opening:
- Collect Editorials from the previous class period, ask for a few students to read their editorials
Engagement:
- - Students will be modeling meiosis after reading the section within their book, using different colored pipe cleaners. (jigsaw)
- The class will be divided into several groups (new groups from previous class) into “random” groups – these groups will be set the night before, upon reflection of student’s previous group-work and individual student’s ability after looking at their work so far.
- Each group will be comparing and contrasting the similar steps in meiosis, - metaphase I and metaphase II for example.
- Each group will also be given a packet of handouts (provide link, packet not finished yet) with a venn diagram upon it – for comparison among the two stages of meiosis; as well as a space for a direct definition of each. The front page of this packet has a drawing of meiosis- with all of the stages NOT yet labeled (to be labeled by the students as homework!)
- The groups run as follows with descriptions:
1. prophase 1&2- 1.where chromatin thickens, 2. homologous chromosomes 3. synapse, and chromosomes cross over. P2. One dyad (pair of sister chromatids) is attached by common centromere.
2. metaphase 1&2 – M1. chromosomes tetrads line up upon metaphase plate, and spindle fibers pull apart tetrads to one or the other pole M2. Centromeres positioned upon equatorial plane (there are dyads now rather than tetrads)
2. Anaphase 1&2 – A1. One half of each tetrad pulled towards pole of dividing cell (called disjunction) (nondisjunction occurs here, where separation does not occur) A2. Sister chromatids of each dyad are pulled apart to opposite poles.
3. Telophase 1&2 – t 1. Nuclear membrane forms around dyads- a very short interphase occurs t 2. One member of each pair of homologous chromosomes at each pole, now “monad”- cytokinesis occurs, and four haploid gametes are made!
- At the end- groups elect a writer, to write their findings upon the board, where everyone copies into their own packet the different stages of mitosis-
Closure:
- Acknowledge and remind students about the quiz coming soon!
- ASK them to bring a book or pick out a magazine to class so that when the quiz is over, they can sit quietly.
- homework is filling in the chart on the main page that contains mitosis (see packet) in a series of drawn circles (cells) where students draw in the different chromosomes (2n= 4) and label each step (“anaphase 1” for example ) in the correct order.
Lesson Plan
Lesson Title: Chromosomes and all their wonder: MEIOSIS (part 2)
State Standards: GLEs/GSEs
LS1 (9-11) INQ+SAE+FAF -1, Use data and observation to make connections between, to explain, or to justify how specific cell organelles produce/regulate what the cell needs or what a unicellular or multicellualar organism needs for survival (e.g. protein synthesis, DNA replication, nerve cells) 1a) Students demonstrate understanding of structure and function- survival requirements by explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g., transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement!)LS1 (9-11) FAF + POC-2: Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations). 2. a) Students demonstrate an understanding of the molecular basis for heredity by describing the DNA structure and relating the DNA sequence to the genetic code. c.) describing how DNA contains the code for the production of specific proteins.
National Standards:
Context of Lesson:
At this point, students will be working on learning about meiosis, having also learned about mitosis, DNA structure, and chromosome structure. Students are ready to move on into the realm of meiosis.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
(Key to Lesson Plan's Shorthand)TA: Teacher action
TV: Teacher words
SV: Student voice (anticipated responses)
SA: Student action (anticipated action or movement)
E: event/ wait time/ travel time, it should be emphasized.
Italics!: These emphasize specific "reasons" for the action, if they're not otherwise apparent. Also known as "stealth objectives", a deeper reason for saying or acting as you do.
Opening:
- Collect Editorials from the previous class period, ask for a few students to read their editorialsEngagement:
- - Students will be modeling meiosis after reading the section within their book, using different colored pipe cleaners. (jigsaw)- The class will be divided into several groups (new groups from previous class) into “random” groups – these groups will be set the night before, upon reflection of student’s previous group-work and individual student’s ability after looking at their work so far.
- Each group will be comparing and contrasting the similar steps in meiosis, - metaphase I and metaphase II for example.
- Each group will also be given a packet of handouts (provide link, packet not finished yet) with a venn diagram upon it – for comparison among the two stages of meiosis; as well as a space for a direct definition of each. The front page of this packet has a drawing of meiosis- with all of the stages NOT yet labeled (to be labeled by the students as homework!)
- The groups run as follows with descriptions:
1. prophase 1&2- 1.where chromatin thickens, 2. homologous chromosomes 3. synapse, and chromosomes cross over. P2. One dyad (pair of sister chromatids) is attached by common centromere.
2. metaphase 1&2 – M1. chromosomes tetrads line up upon metaphase plate, and spindle fibers pull apart tetrads to one or the other pole M2. Centromeres positioned upon equatorial plane (there are dyads now rather than tetrads)
2. Anaphase 1&2 – A1. One half of each tetrad pulled towards pole of dividing cell (called disjunction) (nondisjunction occurs here, where separation does not occur) A2. Sister chromatids of each dyad are pulled apart to opposite poles.
3. Telophase 1&2 – t 1. Nuclear membrane forms around dyads- a very short interphase occurs t 2. One member of each pair of homologous chromosomes at each pole, now “monad”- cytokinesis occurs, and four haploid gametes are made!
- At the end- groups elect a writer, to write their findings upon the board, where everyone copies into their own packet the different stages of mitosis-
Closure:
- Acknowledge and remind students about the quiz coming soon!- ASK them to bring a book or pick out a magazine to class so that when the quiz is over, they can sit quietly.
- homework is filling in the chart on the main page that contains mitosis (see packet) in a series of drawn circles (cells) where students draw in the different chromosomes (2n= 4) and label each step (“anaphase 1” for example ) in the correct order.
Assessment:
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: